Alterations in written language by students in the literacy cycle, as viewed by teachers

PURPOSE:

the overall goal is to characterize the major alterations in learning existent in the students. The specific goals is characterized, from the answers provided by the teachers, changes in learning that judge be present in students and identify complaints regarding written frequently detected by teachers.

METHODS:

this research is a transverse sectional quantitative individuated study. 21 teachers from the literacy cycle (from the 1^st to the 3^rdschool year) who work at schools have participated in this study, seven from de first year, six from the second year and eight from the third year. Those groups were divided into two subgroups: G1 - early literacy (1^st and 2^nd school year) and G2 - end of the literacy (3^rd school year). A formulated questionnaire was answered by the teachers. Fisher´s test was used as a statistic instrument.

RESULTS:

there was a difference in the historical changes proportion of language before schooling, being bigger in the final school year. According to the year attended, the facility in the text comprehension was greater among younger students. Regarding the ability to express ideas through writing the proportion of students is bigger (0.0389) among those that studies in the afternoon.

CONCLUSION:

the delay in the acquisition of the language can damage the process of literacy what includes the pragmatic ability and expressive function.

Language; Writing; Education; Learning; Speech Disorders